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*****The statement and resources below were provided by Ebony McKiver, NDE Social Studies Education Specialist, in response to the events of Wednesday, January 6, in Washington DC.*****
Good morning Nebraska Social Studies Educators:
This email is being sent to provide resources and guidance to help you and to help students in talking about and processing the events in Washington D.C. As you receive this email, history is still unfolding, and we do not know to what further news may occur.
What we do know is that yesterday included the largest attack on the United States Capitol since the British attack in the War of 1812, that numerous civilians and law enforcement officers were injured, that at least four people have died from injuries, that the peaceful transition of power in our democracy was disrupted, and that at least one explosive device was found in D.C. We know that yesterday’s events unfolded on top of enormous political turmoil and on top of the challenges and worries facing the world due to the pandemic.
Here are a few reminders for the rest of this week and beyond:
· Please remember Maslow’s Hierarchy of Needs. Right after the physiological needs (food, water, rest) are the needs of security and safety. Our students’ sense of security and safety are already stressed due to the pandemic. It is critical that we remember to focus on these needs Thursday in age-appropriate ways. For some, this may mean putting aside some of the day’s instructional plans to provide a space to discuss and process this very teachable moment. For others, particularly for younger students, we can best address their needs for security and safety by giving them the familiarity of routine.
· We’ve seen time and again through tragedies national and local that our students take their cues from us. Our behaviors and reactions can be the mirror our students use to see themselves. Be calm, be steady, and reassure our students that they can talk through any and all problems to feel safe and healthy.
· We continue to be models of civil discourse and the process of democracy, and can use the events of today to further that. You are no doubt aware that our students bring to our schools a variety of beliefs. As you engage with students in conversation, being respectful of opinions but steering back to facts is key. It’s also important that you refrain from expressing your own political views.
Resources:
Yesterday’s Events:
Frequently Asked Questions:
1. What was Congress scheduled to do on January 6th? Congress held a joint session with members from the House of Representatives and the Senate in order to count and officially certify the electoral votes from the 2020 presidential election. Vice President Mike Pence presides over the joint session as certificates with the electoral votes from each state are opened in alphabetical order (by state name) and announced. Members can object to the returns from any state if they submit their objection in writing with approval from at least one member of the House and Senate. If an objection is made, members will separate into each chamber and debate the objection for up to two hours. An objection must be accepted by majority vote of both houses in order for votes from the contested state to be excluded. If one of the candidates receives a majority of electoral votes (i.e., at least 270 votes), the Vice President declares that person the winner. Based on the certified results of the state electoral votes, Democrat Joe Biden received 306 votes and Republican Donald Trump 232 votes.
Sources: Election Day to Inauguration Day Graphic (Street Law, Inc.), What Pence And Congress Can And Can't Do About The Election (NPR article), The 1876 election was the most divisive in U.S. history. Here’s how Congress responded. (National Geographic)
2. Will the election outcome change because of the assault on the U.S Capitol? No, there is no procedure to change the outcomes of a free and fair election. By 8:10pm on January 6th, the U.S. Capitol had been cleared by security and lawmakers reentered the building to continue the process of certifying the election as described above. Once Joe Biden’s election is certified by Congress, he will be inaugurated on Wednesday, January 20th at noon.
Source: Updates from evening of January 6th (Associated Press)
3. When is President elect Biden supposed to take office? The Constitution of the United States established March 4 as Inauguration Day in order to allow enough time after Election Day for officials to gather election returns and for newly-elected candidates to travel to the capital. With modern advances in communication and transportation, the lengthy transition period proved unnecessary and legislators pressed for change. The date was moved to January 20 with the passage of the Twentieth Amendment in 1933.
Source: Franklin Delano Roosevelt’s Inauguration (Library of Congress)
4. What is the difference between a legal protest and what happened yesterday? As the nation’s capital, Washington, DC has long been the site for many of our nation’s largest protests and assemblies. While many of these events have been peaceful (e.g., featuring speakers, live music, and marching through the streets), there have been times when violence has erupted. However, until yesterday, acts of violence have rarely been waged around or within the U.S. Capitol Building.
Source: Eleven Times When Americans Have Marched in Protest on Washington (Smithsonian Magazine)
5. Why is this an unusual event in the U.S.? Has this ever happened before? Today's takeover of the U.S. Capitol by a mob supporting President Trump is unprecedented. But America’s seat of government has endured bombings, a presidential assassination attempt, and even its destruction by foreign forces. There have also been attacks from inside—including a near-fatal attack on one lawmaker by another. The sources linked below provide some details on previous events of violence in and around the U.S. Capitol.
Sources: The U.S. Capitol’s turbulent history of bombings, assassination attempts, and violence (National Geographic), ‘Nothing less than a miracle’: The Constitution and the peaceful transition of power (National Constitution Center), Obama, Bush and Clinton deride US Capitol breach in pointed statements (CNN)
6. How should I talk to students about the violence at the Capitol? Consider the age of your students and allow students space to express their feelings. Clarify key facts about the events for yourself, but be prepared to acknowledge that we do not currently have all the information about what happened yesterday. See the sources below for additional and more specific guidance.
Sources: How to talk to your kids about the chaos at the Capitol (National Geographic), Talking to Children About Violence: Tips for Parents and Teachers (National Association of School Psychologists), An age-by-age guide on how to talk about difficult topics with your children (Motherly and Common Sense Media)
I hope you find this information useful. Please reach out to me with any questions, concerns, or deep burning thoughts at ebony.mckiver@nebraska.gov or (531) 207-9043.
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This email is being sent to provide resources and guidance to help you and to help students in talking about and processing the events in Washington D.C. As you receive this email, history is still unfolding, and we do not know to what further news may occur.
What we do know is that yesterday included the largest attack on the United States Capitol since the British attack in the War of 1812, that numerous civilians and law enforcement officers were injured, that at least four people have died from injuries, that the peaceful transition of power in our democracy was disrupted, and that at least one explosive device was found in D.C. We know that yesterday’s events unfolded on top of enormous political turmoil and on top of the challenges and worries facing the world due to the pandemic.
Here are a few reminders for the rest of this week and beyond:
· Please remember Maslow’s Hierarchy of Needs. Right after the physiological needs (food, water, rest) are the needs of security and safety. Our students’ sense of security and safety are already stressed due to the pandemic. It is critical that we remember to focus on these needs Thursday in age-appropriate ways. For some, this may mean putting aside some of the day’s instructional plans to provide a space to discuss and process this very teachable moment. For others, particularly for younger students, we can best address their needs for security and safety by giving them the familiarity of routine.
· We’ve seen time and again through tragedies national and local that our students take their cues from us. Our behaviors and reactions can be the mirror our students use to see themselves. Be calm, be steady, and reassure our students that they can talk through any and all problems to feel safe and healthy.
· We continue to be models of civil discourse and the process of democracy, and can use the events of today to further that. You are no doubt aware that our students bring to our schools a variety of beliefs. As you engage with students in conversation, being respectful of opinions but steering back to facts is key. It’s also important that you refrain from expressing your own political views.
Resources:
Yesterday’s Events:
- Creating Civic Spaces in Troubling Times article (Illinois Civics)
- Social Justice Probing Questions (DCPS Social Studies Team)
- Resources for Teachers on the Days after the Attack on the U.S Capitol (Dr. Alyssa Hadley Dunn, Michigan State University Professor of Education)
- Jan. 6th Resource Sharing (compiled by #sschat)
- FAQs about Presidential Transitions (Center for Presidential Transition)
- Political Polarization Explainer (Facing History and Ourselves)
- Classroom resource: Three ways to teach the insurrection at the U.S. Capitol (PBS NewsHour Extra)
- Social and Emotional Learning (NDE Social Studies)
- Guide for Setting Ground Rules
- Creating a Classroom Contract (Lesson from Facing History and Ourselves)
- Speak Up for Civility (Classroom contract from Teaching Tolerance)
- Fostering Civil Discourse: A Guide for Classroom Conversations (From Facing History and Ourselves)
- Teaching About Controversial or Difficult Issues (From the Morningside Center for Teaching Social Responsibility)
- Civil Discourse in the Classroom (From Teaching Tolerance)
- Your Roadmap for Teaching Controversial Issues (From iCivics)
- Seven Ways to Teach Civil Discourse to Students
Frequently Asked Questions:
1. What was Congress scheduled to do on January 6th? Congress held a joint session with members from the House of Representatives and the Senate in order to count and officially certify the electoral votes from the 2020 presidential election. Vice President Mike Pence presides over the joint session as certificates with the electoral votes from each state are opened in alphabetical order (by state name) and announced. Members can object to the returns from any state if they submit their objection in writing with approval from at least one member of the House and Senate. If an objection is made, members will separate into each chamber and debate the objection for up to two hours. An objection must be accepted by majority vote of both houses in order for votes from the contested state to be excluded. If one of the candidates receives a majority of electoral votes (i.e., at least 270 votes), the Vice President declares that person the winner. Based on the certified results of the state electoral votes, Democrat Joe Biden received 306 votes and Republican Donald Trump 232 votes.
Sources: Election Day to Inauguration Day Graphic (Street Law, Inc.), What Pence And Congress Can And Can't Do About The Election (NPR article), The 1876 election was the most divisive in U.S. history. Here’s how Congress responded. (National Geographic)
2. Will the election outcome change because of the assault on the U.S Capitol? No, there is no procedure to change the outcomes of a free and fair election. By 8:10pm on January 6th, the U.S. Capitol had been cleared by security and lawmakers reentered the building to continue the process of certifying the election as described above. Once Joe Biden’s election is certified by Congress, he will be inaugurated on Wednesday, January 20th at noon.
Source: Updates from evening of January 6th (Associated Press)
3. When is President elect Biden supposed to take office? The Constitution of the United States established March 4 as Inauguration Day in order to allow enough time after Election Day for officials to gather election returns and for newly-elected candidates to travel to the capital. With modern advances in communication and transportation, the lengthy transition period proved unnecessary and legislators pressed for change. The date was moved to January 20 with the passage of the Twentieth Amendment in 1933.
Source: Franklin Delano Roosevelt’s Inauguration (Library of Congress)
4. What is the difference between a legal protest and what happened yesterday? As the nation’s capital, Washington, DC has long been the site for many of our nation’s largest protests and assemblies. While many of these events have been peaceful (e.g., featuring speakers, live music, and marching through the streets), there have been times when violence has erupted. However, until yesterday, acts of violence have rarely been waged around or within the U.S. Capitol Building.
Source: Eleven Times When Americans Have Marched in Protest on Washington (Smithsonian Magazine)
5. Why is this an unusual event in the U.S.? Has this ever happened before? Today's takeover of the U.S. Capitol by a mob supporting President Trump is unprecedented. But America’s seat of government has endured bombings, a presidential assassination attempt, and even its destruction by foreign forces. There have also been attacks from inside—including a near-fatal attack on one lawmaker by another. The sources linked below provide some details on previous events of violence in and around the U.S. Capitol.
Sources: The U.S. Capitol’s turbulent history of bombings, assassination attempts, and violence (National Geographic), ‘Nothing less than a miracle’: The Constitution and the peaceful transition of power (National Constitution Center), Obama, Bush and Clinton deride US Capitol breach in pointed statements (CNN)
6. How should I talk to students about the violence at the Capitol? Consider the age of your students and allow students space to express their feelings. Clarify key facts about the events for yourself, but be prepared to acknowledge that we do not currently have all the information about what happened yesterday. See the sources below for additional and more specific guidance.
Sources: How to talk to your kids about the chaos at the Capitol (National Geographic), Talking to Children About Violence: Tips for Parents and Teachers (National Association of School Psychologists), An age-by-age guide on how to talk about difficult topics with your children (Motherly and Common Sense Media)
I hope you find this information useful. Please reach out to me with any questions, concerns, or deep burning thoughts at ebony.mckiver@nebraska.gov or (531) 207-9043.
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On Wednesday, January 6, 2021, the United States witnessed a devastating moment which tore at the very fabric binding our nation together. That fabric is the result of values and ideals that have been shaped and retested many times over the past few centuries—sometimes peacefully, sometimes through brutal conflict, and often with still more issues left unresolved. The words of our founding documents have been debated and expanded upon many times, yet our biggest strength as a nation is our ability to engage in civic discourse peacefully, and to transition power based on the consent of the people. That fabric begins to be woven in our K-12 social studies classrooms right when our youngest learners walk through the door on their first day in school. It continues to be nurtured to what we all aspire to be a lifetime commitment to engage in civic life.
Yesterday was a day of shock, division, and hatred. It was a day that reiterated the fragility of our democracy. Today, however, must be a day of recognition, discourse, and healing. It must be a day when all educators are supported in their communities when students arrive to ask questions about how our civic society works. Our students are coming to a new school day with many questions. They may be wondering about the structure of our republic, our democratic process, the hypocrisies and racial disparities in our responses to protests, and the difference between a peaceful exercise of First Amendment freedoms and a mob riot. They may be confused, frightened, enraged, or simply wondering what happened and why it happened. Our students must have the unbiased opportunity to ask those questions—and our educators must have the resources and support to allow those questions to be asked, and the support to provide for meaningful and truthful inquiry to occur. Today must be just a starting point for these conversations.
One of the greatest signs of respect we can give to our nation today, and in the future, is to support our educators and our students in their civic learning and engagement. Let them unpack, process, ask, and engage. The future of a healthy civic life and the strength of our republic depend on it. Let’s recognize the vital need to prioritize civics, history, and social studies education. We call on elected leaders and decision-makers at all levels—from the United States Congress to local school boards—to make this investment for student learning and teacher professional development and ensure a healthy democracy. If we learned anything from yesterday’s events, it is that this investment is needed now more than ever.
Stefanie Wager
President, National Council for the Social Studies
Lawrence M. Paska, Ph.D.
Executive Director, National Council for the Social Studies
NCSS Resources
Democracy Is Not a Spectator Sport: The Role of Social Studies in Safeguarding the Republic.
Kenneth C. Davis
Social Education (September 2019)
It's a critical time to engage in classroom discussions about democracy—what it is, what threatens it today, and how we can protect it
Strongman: The Rise of Dictators and the Fall of Democracy
Kenneth C. Davis
Social Education (October 2020)
Teaching students about the history and patterns of authoritarianism can help bolster our own collective awareness of the vulnerability of democracy. .
Why Do We Still Have the Electoral College? An Interview with Dr. Alexander Keyssar.
Social Education (October 2020)
This probing discussion of the Electoral College offers new approaches to teaching about this often-perplexing political system
Demystifying the Electoral College: 12 Frequently Asked Questions
Tiffany Middleton
Social Education (September 2012)
What is the Electoral College? The Electoral College is a body of people appointed by each U.S. state and the District of Columbia, who elect the president and vice president. Voters in each state and the District of Columbia select electors to be the authorized participants in each presidential election. The electors cast electoral votes after the general election and officially elect the president and vice president.
Election Security: Fundamental and Threatened
Elizabeth Rindskopf Parker, Suzanne Spaulding and Devi Nair
Social Education (September 2020)
Inviting students to ponder the meaning of secure elections can launch an important discussion about public trust in election results.
Confronting Confirmation Bias: Giving Truth a Fighting Chance in the Information Age
Alan C. Miller
Social Education (October 2016)
At a time when algorithms shape and filter our newsfeeds, teaching students news literacy—how to differentiate credible information from misinformation—has taken on unprecedented importance.
Misinformation in the Information Age: What Teachers Can Do to Help Students
Erica Hodgin and Joe Kahne
Social Education (September 2018)
Three educational approaches outlined in this article help young people develop the capacity to judge the accuracy and credibility of online information.
Teaching Students to Navigate the Online Landscape
Joel Breakstone, Sarah McGrew, Mark Smith, Teresa Ortega, and Sam Wineburg
Social Education (September 2018)
There is no silver bullet for combatting the forces that seek to mislead online, but we can equip students with a digital tool belt stocked with strategies.
Teaching Controversial Issues in a Time of Polarization.
Kei Kawashima-Ginsburg and Rey Junco
Social Education (November/December 2018)
Families and principals can play a crucial role in fostering controversial-issue classroom discussions that support students’ civic learning.
Invoking History in Today's Politics
Jocelyn Stanton and Laura Tavares
Social Education (October 2016)
Studying the Weimar Republic can help students make connections between the past and present and understand how history can inform our choices today.
Beyond the Nineteenth: A Brief History of the Voter Suppression of Black Americans
Anthony Brown, Joanna Batt, Esther June Kim
Social Education (September 2020)
A close look at the history of African American voting rights can launch a lively classroom discussion about present-day democratic struggles.
Additional Resources
Disclaimer: National Council for the Social Studies has curated these materials to offer helpful teaching strategies and resources for educators. The links posted on this webpage do not represent an endorsement of any organization or product by the association as a whole, its staff, or the members of its board.
*****(NSCSS Editor's Note: The sources in bold print were also cited above in the resources from NDE.)
#sschat resources
ADL-Discussing Political Violence and Extremism with Students
Civics for All Resource Guide
Civil Discourse in the Classroom
Creating Civic Spaces in Troubling Times
CSPAN: Learning from Previous Presidential Transitions
CSPAN: The History of Contested Presidential Elections
District of Columbia Public Schools
Dr. Alyssa Hadley-Dunn Teaching the Days After
Facing History and Ourselves
Fostering Civil Discourse: A Guide for Classroom Conversations
Fostering Civil Discourse: How Do We Talk About Issues That Matter
iCivics Peaceful Transfer of Power
Illinois Civics
Michigan Council for the Social Studies
Mikva-Attack on Capitol
National Constitution Center
Newseum-Front Pages From Around the Country
PBS
PBS-Structured Academic Controversy
Teaching About Controversial or Difficult Issues
Teaching Tolerance-Civic Disobedience
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Introducing a new resource for elementary Nebraska studies!
Join two children as they visit the State Capitol and learn about the role of state senators in Nebraska's unicameral legislature. The story emphasizes the characteristics needed in leadership including perseverance that the willingness to work together.
Author Amanda McGill Johnson is a former Nebraska State Senator. She visited with many touring classrooms across the state. She is active in community service, and is the director of a nonprofit agency in Omaha. She and her husband live in Omaha with their two children.
Read the article about the book and author from the Omaha World-Herald
The book is currently available from Amazon.com
OR Francie and Finch Bookshop in Lincoln
OR The Bookworm in Omaha
Join two children as they visit the State Capitol and learn about the role of state senators in Nebraska's unicameral legislature. The story emphasizes the characteristics needed in leadership including perseverance that the willingness to work together.
Author Amanda McGill Johnson is a former Nebraska State Senator. She visited with many touring classrooms across the state. She is active in community service, and is the director of a nonprofit agency in Omaha. She and her husband live in Omaha with their two children.
Read the article about the book and author from the Omaha World-Herald
The book is currently available from Amazon.com
OR Francie and Finch Bookshop in Lincoln
OR The Bookworm in Omaha
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The Nebraska Department of Education, Department of Health and Human Services and other community partners created this guide around child and family well-being during these challenging times.
Please use and share this document!
The Nebraska Department of Education, Department of Health and Human Services and other community partners created this guide around child and family well-being during these challenging times.
Please use and share this document!
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SIT/Frameworks
The Nebraska Department of Education has created two optional educational resources to help with the implementation of the 2019 Nebraska State Social Studies Standards. The first optional resource is the Social Studies Standards Instructional Tool (SIT) which is a spreadsheet containing open educational resources that accompany each K-12 state social studies standard and its indicators. The second optional resource is instructional frameworks that take the social studies standards and put them into the structure of a possible course. Frameworks have been created for 4th Grade Social Studies, 5th Grade US History, 6th Grade Social Studies (Social Studies I), 7th Grade Social Studies-with three possible approaches (Social Studies II), 8th Grade US History, High School Government, High School Economics, High School Geography-with two possible approaches, High School US History, and High School World History. The SIT, Frameworks and three videos explaining them (one elementary, one middle school and one high school) will be available on the NDE Social Studies website soon!
It is the goal of the resources to provide some assistance to social studies teachers as they work hard to teach in these uncertain times.
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The Nebraska Department of Education has created two optional educational resources to help with the implementation of the 2019 Nebraska State Social Studies Standards. The first optional resource is the Social Studies Standards Instructional Tool (SIT) which is a spreadsheet containing open educational resources that accompany each K-12 state social studies standard and its indicators. The second optional resource is instructional frameworks that take the social studies standards and put them into the structure of a possible course. Frameworks have been created for 4th Grade Social Studies, 5th Grade US History, 6th Grade Social Studies (Social Studies I), 7th Grade Social Studies-with three possible approaches (Social Studies II), 8th Grade US History, High School Government, High School Economics, High School Geography-with two possible approaches, High School US History, and High School World History. The SIT, Frameworks and three videos explaining them (one elementary, one middle school and one high school) will be available on the NDE Social Studies website soon!
It is the goal of the resources to provide some assistance to social studies teachers as they work hard to teach in these uncertain times.
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*****Go to the Annual Conference (Awards) page and the Archives to see some of Nebraska's outstanding social studies educators!*****
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Who represents you on the Nebraska State Board of Education?
Contact your Board member with comments and concerns.
Contact your Board member with comments and concerns.
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http://news.legislature.ne.gov/edu/
Chair, Education Committee of the Nebraska Legislature -
Sen. Lynne Walz District 15
Room 1403
P.O. Box 94604
Lincoln, NE 68509
(402) 471-2625
Email: lwalz@leg.ne.gov
http://news.legislature.ne.gov/edu/
Chair, Education Committee of the Nebraska Legislature -
Sen. Lynne Walz District 15
Room 1403
P.O. Box 94604
Lincoln, NE 68509
(402) 471-2625
Email: lwalz@leg.ne.gov
Committee Members
- Sen. Tom Brandt Email: tbrandt@leg.ne.gov
- Sen. Jen Day Email: jday@leg.ne.gov
- Sen. Lou Ann Linehan Email: llinehan@leg.ne.gov
- Sen. Terrell McKinney Email: tmckinney@leg.ne.gov
- Sen. Adam Morfeld Email: amorfeld@leg.ne.gov
- Sen. Dave Murman Email: dmurman@leg.ne.gov
- Sen. Patty Pansing Brooks Email: ppansingbrooks@leg.ne.gov
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